| Affiliations: |
DeBakey Executive Research Leadership Program, Educational Psychology Department
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| Project Leader: | Aaron Campbell arachellecampbell@tamu.edu Educational Psychology |
| Faculty Mentor: | Dr. Mack Douglas Burke, Ph.D. |
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Meeting Times:
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Tentative Wednesdays or Thursdays for one hour between 11-4 (will be voted on). Sometimes meetings will occur via Zoom
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Team Size:
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8 (Team Full)
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| Open Spots: | 0 |
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Special Opportunities:
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Publication Opportunities, Opportunities to attend research conferences (funded) and participate during presentation, exposure to title one school, Learning to score and interpret different assessments
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Team Needs:
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Data Collection Data input into Excel Video coding Filing of data Data Manager Research Assistant to assist with publication of data Familiar with Excel and comfortable with Google Drive
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Description:
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The proposed study will adapt, implement, and evaluate the effects of using a multi-tiered approach to improving social and emotional outcomes of African-American learners with or at-risk of EBD in an urban elementary school serving a low-income community. The study will consist of three phases (corresponding with each intervention tier). In phase one, a Social and Emotional Learning (SEL) curriculum developed by researchers at University of Oregon will be implemented (Strong Start, Merrell, Parisi, & Whitcomb, 2007). In phase two, this SEL curriculum will be integrated with a Check In/Check Out (CICO) program in order to prompt and reinforce the SEL skills reflected in the curriculum. During phase three, a technology integrated function-based self-management intervention delivered by means of an electronic device (iPad) will be implemented for participants who are nonresponsive to the CICO intervention alone. At each point in the study, social validity and cultural adaption intake and exit interviews will be conducted before and after each phase with the collaborating school staff and participating students in order to understand how to culturally adapt and improve the cultural and contextual fit of the intervention approaches in meeting the social, emotional, and behavioral learning needs of African-American learners.
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